Classroom Management Philosophy

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NBT1 Task 1 Classroom Management Philosophy By Rebecca Skeens Introduction What makes a classroom a place of controlled, exciting exploration and learning? What is the difference between an unruly, chaotic, unsuccessful class and a wellordered, well-behaved, successful class? It is the teacher and her implementation of a well-thought out management plan. If left to their own devices, a class of students will develop and natural hierarchy consisting of the ruling few, their lieutenants, the foot soldiers, and the general peon population. This naturally formed structure is not conducive to a cooperative, respectful, safe, learning environment. By careful observation, a teacher can learn valuable information and plot a strategic management plan, which uses the positive qualities of the hierarchy, such as student leadership, and rejects the negative qualities. While the teacher is observing her class, an equally intense reconnaissance of the teacher is being carried out by the students. With a thoughtful strategy, a teacher can change the destiny of her students (and herself), if she has the foresight and fortitude to commit to her plan of action. Self Management The students should be made aware of what their responsibilities are and exactly what is expected of them. When students are confronted with precise responses and required behaviors, it allows them to build a framework or foundation for everything they will encounter for that particular year. They are given tools to govern their work, their play, their interactions with other students, their teachers and staff. They know who they are, where they belong, what role they play, and have an understanding of their individual importance in the bigger picture of school, home and life. This knowledge provides immense security and a sense of well-being. “The ultimate goal of all social skills instruction is for
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